Postdoctoral Positions, Research Positions, and Fellowships
We are transitioning to a new website: https://www.aera.net/SIG087/Research-in-Mathematics-Education. To list a job opportunity on the new site, please email Teruni Lamberg at: [email protected]
Postdoctoral Positions
- North Carolina State University – The All Included in Mathematics New Extensions (AIM-NEXT) project invites applicants for the position of research associate, who will be responsible for the overall organization of the project’s research, including methods, data analysis, and dissemination of research findings and results. The research associate will make sure all research-related activities, particularly the design of the studies, analysis of data, and organization of findings are implemented appropriately and within the project timeline. The research associate leads the project in the publication of project results, organizing the work to maximize publications in highly-regarded research and practitioner journals. (Open until filled)
- National Science Foundation – The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports organizational postdoctoral fellowship projects; a companion solicitation (STEM Ed IPRF) supports individual postdoctoral fellowship awards. The Program is designed to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. STEM Ed OPRF awards provide support to organizations as they develop a STEM education postdoctoral research fellowship project and support a cohort of fellows. The program should enable fellows to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows are expected to devote themselves full time to the fellowship activities for the duration of the fellowship. (Applications due April 28, 2023)
- National Science Foundation – The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. The STEM Ed PRF Program as a whole seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. The Program is designed to support postdoctoral fellows engaged in experiences that will advance their career goals by developing their expertise, skills, and competencies to conduct fundamental STEM education research. STEM Ed IPRF awards provide direct support to Fellows to enable them to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows must affiliate with an appropriate host organization and are expected to devote themselves full time to the fellowship activities for the duration of the fellowship. (Applications due April 11, 2023)
- Rochester Institute of Technology – We plan to establish a cohort of four postdoctoral researchers to conduct cutting-edge research and participate in impactful professional development to build their careers. The postdocs will be affiliated with RIT’s Science and Mathematics Education Research Collaborative (SMERC), an interdisciplinary group of discipline-based education researchers from physics, biology, mathematics, chemistry, science communication and engineering. Postdocs will start in summer/fall 2023 and finish in 2025. Exact start date is flexible. Teaching one class per year in their discipline/pedagogy is encouraged and will be arranged with the home department. In addition to conducting research and engaging in the professional development listed below, postdocs will participate in the weekly SMERC journal club and the weekly SMERC work-in-progress meeting. They may also participate in mentoring undergraduate students during the academic year and/or summer REU program. (Review begins March 31, 2023; applications will be accepted until the positions are filled)
- Indiana University is seeking a postdoctoral researcher to contribute to a multi-year study focused on understanding teachers’ attributional beliefs about mathematical excellence. The project is entitled “Attributions of Mathematical Excellence in Teaching and Learning” (AMETL). The central hypothesis is that teachers’ beliefs attributing mathematical excellence to innate ability, cultural and social background, or personal characteristics widen the opportunity gap by resonating implicit bias and stereotype threat, and moreover, that beliefs attributing mathematical excellence to instructional opportunities narrow the gap because these beliefs amplify teacher expectations. The project comprises three studies focused on (1) item development to construct the AMETL scale; (2) validating the internal structure of the scale and determining relations with other variables; and (3) understanding relations between teachers’ scores on the AMETL scale with their classroom instruction. The overall research project is a collaboration between multiple partners at Indiana University, Indiana University- Purdue University Indianapolis (IUPUI), University of North Carolina at Chapel Hill, and Georgia State University. (Review begins April 7, 2023)
- Concordia University – Our exciting new pan-Canadian partnership, the AIM Collective, aims to create and curate mathematics assessment and instructional strategies that support all children in reaching their full potential. We are seeking an energetic postdoctoral fellow who will be primarily responsible for conducting and disseminating research on newly-created classroom assessments that can be used to inform teacher practice in mathematics. The fellowship will entail extensive collaboration with AIM researchers, collaborators, and partner school boards across Canada to address the needs of practicing teachers in their efforts to support their students’ mathematical success. The position will provide a unique opportunity to network with scholars in education, mathematics education, and cognitive psychology in conducting applied research with educators. The successful candidate will have excellent writing and data analysis skills, as well as a commitment to forging connections between researchers and practitioners toward our common goal. (Position to be filled no later than March 31, 2023)
- The University of Texas at Austin – Drs. María González-Howard and Cathery Yeh are seeking a postdoctoral candidate to take part in a 3.5-year curriculum and professional learning materials development project, carried out across many institutions. The project aims to create high quality materials aligned to the Next Generation Science Standards that will be freely available and locally adaptable for teaching grades K-5 Science. The Postdoctoral Researcher will support development and research work done across two teams within the project’s developers consortium – the Culturally and Linguistically Sustaining Teaching and Learning Team (i.e., The CLS Team, led by Dr. González-Howard), and the Mathematics Integration and Support Team (i.e., The Math Team, led by Dr. Yeh). (Review begins September 12, 2022)
- University of Florida – We invite applications for a postdoctoral researcher in mathematics education to work with faculty and colleagues in the School of Teaching and Learning in the College of Education at the University of Florida (UF), Vanderbilt University, and the UF Lastinger Center. This postdoctoral researcher will join a collaborative community of scholars and educators committed to high-quality research, teaching, and service to the community. The successful candidate is expected to conduct scholarly activities and support the development of a strong research program. Successful applicants must be committed to working with diverse student and community populations. The applicants will participate in an NSF-funded DRK-12 project titled, Empowering students with choice through equitable and interactive mathematical modeling (EIM2). (Review begins August 29, 2022)
- University of California, Irvine – Applicants are invited to apply for a full-time postdoctoral position in the School of Education at the University of California, Irvine to support a research-practice partnership project focused on teacher adaptive professional development (PD) in elementary mathematics. This is a full-time postdoctoral researcher position funded by the WT Grant Foundation, Reducing Inequalities program (PI: Rossella Santagata; Co-PI: Adriana Villavicencio). The study “Reducing Inequalities in Opportunities to Learn Mathematics through Adaptive Teacher Professional Development” will examine how different elementary school sites design and enact an adaptive PD model that integrates Cognitively Guided Instruction and asset-based, culturally responsive teaching to improve the mathematics learning opportunities of their Latinx students. The project will also examine the tensions and system-level barriers that characterize the work of the research-practice partnership and the Design-Based Implementation Research (DBIR) process, as well as how adaptive PD supports teacher learning and the mathematics learning opportunities of their Latinx students. Position start date is flexible between July 1, 2022 and January 2023, with the exact start date contingent on the availability of the applicant. This is a 1-year position with possibility of renewal for additional 1-2 years.
Research Positions
- National Science Foundation – The Program Director(s) will have an unparalleled opportunity and responsibility to advance innovative research and development on equity and inclusion in STEM informal and or preK-12 learning environments. The Program Director(s) will bring expertise in the perspectives and contributions of individuals and communities that have historically and continue to be excluded, underserved, and or underrepresented in STEM. The Program Director(s) will help ensure that DRL funded projects are innovative, rigorous and at the forefront of research on equity in STEM. (Applications due February 13, 2023)
- Digital Promise is seeking a Mathematics Education Researcher to join the Learning Sciences Research (LSR) team. Current projects are related to 1) coaches’ work with math classroom teachers and equitable use of technology for mathematics instruction and 2) understanding how use of technology and evolving current teaching practices can increase the focus on conceptual understanding. The researcher’s work will involve conducting scholarly research and dissemination to a research audience as well as a translation of research to practice. In particular, research could inform the development of materials to help coaches, teachers, students, or families of K-12 students. (Posted October 16, 2022)
- Harvard University – Harvard’s Math Department is working to improve mathematics curricula by building experiences that embrace mathematical modeling, empower students with quantitative tools to better understand the complexity of the world, leverage active learning, and promote problem-solving skills. The department is hiring an Educational Research Scientist to develop methods to assess the efforts underway and to contribute to strategic planning for the future. The research will have an equity focus, to make sure that the department is building mathematical experiences that foster a sense of belonging and an intellectual community for students who ordinarily are marginalized in the mathematical sciences. This role will work closely with faculty teaching introductory courses to design research studies documenting the success of introductory courses, find areas for improvements, and support the dissemination of effective innovations to help catalyze change in mathematics education at a national level.
- Oregon State University – The STEM Research Center at Oregon State University is seeking a Researcher. This is a full-time, 12-month, professional faculty position. The person in this position will perform graduate-level social science, mixed methods research. This includes working as an integral part of a research team on research design, instrument development, field work, data collection, processing, analysis, making meaning of data, and disseminating research results. The employee will assist and collaborate on a variety of STEM learning research projects across five thematic areas: institutional transformation; the interface of science and society; professional learning and growth; learning ecosystems; and STEM teaching and learning. (Review begins October 17, 2022 and closes October 31, 2022)
- Oregon State University – The STEM Research Center at Oregon State University requires one professional senior researcher to develop the Center’s research portfolio around Inclusivity and Social Justice. We welcome senior level candidates (i.e., Senior Researcher role at the STEM Research Center) who would work on and often lead research teams as part of extramurally funded projects. (Review begins October 17, 2022 and closes October 31, 2022)
Fellowships
- CPM Educational Program has released a request for proposals for its Outstanding Dissertation in Mathematics Education Award ($30,000). Proposals are due Feb. 1, 2023. Find the request for proposals here: https://cpm.org/dissertation-award/. An RFP for a $50,000 exploratory award will be released Feb. 1, 2023. For questions, email [email protected].